68018 - Ancient and Medieval History

Learning outcomes

After completing the course the student knows the theories and hypotheses about periodization of ancient times and the Middle Ages; knows the elements of continuity and rupture that characterize the periodization (nomadic and sedentary, the great outcomes of the ancient and medieval civilizations, their imprints and legacies in the contemporary world); the ability to identify and expose characters and indicators of the cultures that have occurred over the millennia between the early history and the modern age; knows how to prepare research using sources and bibliographies; knows the general knowledge and analytical on the conduct of evolution, phenomena and events for the periods covered in the course; and how to manage skills and knowledge to develop written and work on general and specific topics.

Course contents

Contents Part I: epistemology and didactics

Introduction

History and Historiography

The sources in history, between research and teaching

The rhythms of history

Epistemology, methodology and teaching: teaching and learning of history

Teaching the active citizenship 

Heritage educational

The civilizational frameworks and community maps

History manuals

Public history

About of the meaning of the Middle Ages

The origins of the Middle Ages

The Middle Ages: an age between renegade persistent prejudice, stereotyping and ambiguity

The Middle Ages and today its rediscovery

Part II: the major outcomes of the ancient and medieval history

The meeting between the nomad world and the sedentary world

The Roman Empire

Matrices, conflicts and legacies of a multiethnic middle ages 

Between sedentary and mobility: the encounter with each other and points of view

Germanic invasion

Between East and West: the three monotheistic religions

The formation of medieval civilization

Travel, pilgrimages and crusades in the Mediterranean area

Municipal formations

Readings/Bibliography

For students attending

In addition to the notes of the lessons, students will be prepared on the following books:

- B. Borghi, La Storia. Indagare Apprendere Comunicare, Pàtron, Bologna 2016.

- R. Dondarini, Luce sui secoli bui. L'insegnamento della storia medievale. Questioni preliminari di metodo, Pàtron Editore, Bologna 2017.

- Educare alla cittadinanza attiva, monografico della rivista «Infanzia», luglio-ottobre, Spaggiari edizioni, Bergamo 2014.

In addition to the materials that will be provided at lesson (ancien and medieval history).

 

For students not attending

 In addition to the books above nominaded (Borghi, Dondarini), students will prepare:

- R. Dondarini, Quel tempo chiamato medioevo, Liguori, Napoli 2010 (Chapters: IV, V, VI, VII, IX, X, XI, XII, XIV, XV)

and one a text chosen among the following:

- Il faro dell'umanità. Jacques Le Goff e la storia, a cura di B. Borghi, Pàtron editore 2016.

- G. Di Caro, La storia in laboratorio, Carocci Faber, Roma 2005.

- H. Girardet, Vedere, toccare, ascoltare. L'insegnamento della storia attraverso le fonti, Carrocci Faber, Roma 2004.

- L. Landi, Insegnare la storia ai bambini, Carocci, Roma 2007.

- Un patrimonio di esperienze per la didattica del patrimonio, a cura di B. Borghi, Pàtron, Bologna 2007.

 

For students of Didactic of History (3 cfu)

- B. Borghi, La Storia. Indagare Apprendere Comunicare, Pàtron, Bologna 2016.

- H. Girardet, Vedere, toccare, ascoltare. L'insegnamento della storia attraverso le fonti, Carrocci Faber, Roma 2004.

Teaching methods

The lectures will be supported by reading and commenting sources.There will be presented laboratories of history and activities conducted in the contexts of primary and secondary schools. Activities to promote active participation of students. 

Assessment methods

ONLY FOR STUDENTS OF THE LAST YEARS OF THE COURSE IN "SPF"

The examination is carried out through a oral test with open-ended questions, with a grade out of 30, aimed at verifying the student's knowledge of the topics discussed in class and the materials available online (epistemology, didactic of history, ancient and medieval history). Among the indicators that will contribute to the evaluation there are the language appropriateness is foremost as well as the ability and to propose activities to teach history and heritage to pre-school and and primary school children.

It is necessary to sing up on Almaesami.

 

Teaching tools

Face-to-face lessons supported by performances in power point, video, documentaries, articles, essays, visits to the city.

Links to further information

http://www.festadellastoria.unibo.it ; www.dipast.unibo.it

Office hours

See the website of Beatrice Borghi